Student will understand that many factors after World War I caused World War II to occur.
Student will know important events that happened after WWI and their effects.
Student will be able to describe the events that occurred after WWI.
Maine Learning Results Alignment
Maine Learning Results:Social Studies- E. History
E1 Historical Knowledge, concepts, themes and patterns
Grade 9-Diploma "The World in the Contemporary Era" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and world and the implications for the present and future.
Rational: This lesson will show how to analyze the events after WWI and look at the repercussions of them occurring.
Assessment
Formative (Assessment for Learning)
The rough draft of the students' time line and its revisions is a good formative assessment. Students will be asked to in the rubric do a self evaluation and and explanation on the information they are changing for the time line they are making. These comments will show what the students are changing and what the students have learned from doing this assignment. Rough drafts will be graded based on if the student has completed in their sequence chart. In addition students will be able to write about these events within their blog of how WWII could have been prevented.
Summative (Assessment of Learning)
The final drafts of the students' time line using inspiration is a good summative assessment. The timelines will represent how the students are analyzing the events after WWI and their effects on Europe. This information will be used in the future to show where more covering of materials is needed. These timelines will be formally graded using a points based system from the rubic. (See flow chart rubric) If a student fully competes the assignment they will be given a certain amount of points for the finished assignment (See Syllabus ) that will contribute to the students final grade. If a student does not fully complete this assignment and wants to edit it they will be granted the opportunity to do so as long as the edited assignment comes in within a week of its original due date.
Integration
English is being integrated into this lesson because the students are writing information about certain countries within their time lines.
Technology is being integrated into this lesson because the students are using the Inspiration program.
Math is being integrated into this lesson because the students are organizing dates.
Groupings
Groups will be chosen within class as primary "country groups." The teacher will assign groups based on socializing the students do within class and who they feel would make a good group. The groups will consist of four students and each student will be asked to contribute in presentations and responses. Each group will be assigned a country (ether England, France, Russia, Germany and the United States) that their team represents and will do most of their research on that country. (Please note that the United States group is an Extension for advanced students) Groups will be asked to participate in making the time line representing events in their assigned country. Each student will be asked to present a fraction of their groups events in their time line.
Differentiated Instruction
Strategies
Linguistic: Students will use their linguistic intelligence on the sequence chart and within their presentation.
Logical: Students will use their logical intelligence to organizing names and places on their time line.
Spatial: Students will use their Spatial intelligence to make their time line visually appealing.
Interpersonal: Students will use their interpersonal intelligence when they discuss their findings within their group.
Intrapersonal: Student will use their intrapersonal intelligence when they look for events on their own.
Bodily-Kinesthetic: Students will use their bodily-kinesthetic intelligence when they move around to form groups and on.
Modifications/Accommodations
The teacher will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
Absent students:
Absent students will have the opportunity to make up work they missed during their absence. It is the students responsibility to get information covered in class period that they missed. Missed work is due by three class periods from when the absent student returns to class. Missed work can be handed in for full credit, however students will lose points in participation for the days that they are missing. After three class periods the student will lose ten points for every additional day that the assignment is not handed in. If the student has an extenuating circumstance, like a college visit or an emergency, the student can make up their participation points with the teacher at some point after class.
Extensions
For an extension of the time line students will be granted the opportunity to represent the United States. The United States group will be tasked during the presentation to describe the events that happened in the United States which helped cause WWII. This is different from other groups because the US had less obvious events that would help cause WWII.
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by helping students make connections between historical events and the events preceding them in the following ways: by analyzing the events after WWI while eluding to its eventually outcome; having students use their understanding of English to make responses on a timeline; having students use their understanding of Math to make a time line; and having the use of technology (inspiration) which students are comfortable using. Time sequence and their self assessment notes will be used as a formative assessment of the students.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by using student self assessment (Rubric) to gauge the students intelligence in this area and show what they have learned. Their changes on their time sequence handouts will be used as a formative assessment to design lesson plans to meet learners' needs. In addition, MI theory will be used help many of the students learn using different intelligences. Students’ IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of instructional strategies and technologies in the following ways: using the program inspiration to allow students to use a type two technology to present their understanding about the events after WWI; using an online search engine to look up information about the events after WWI to gain multiple viewpoints; having the students use self evaluation; having the students work alone and within a small groups.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of formal and informal assessment strategies in the following ways; informally grading the sequence charts handouts to find out what the students know and if they are participating; formally grading the time line to assess the understanding of the students; and finally by using the formative and summative assessment to design a better lesson plan for the future.
Teaching and Learning Sequence:
Agenda:
Introduction/Hook
Prompt
Time line activity
Presentations
In todays lesson we will show how many events after WWI would cause WWII to happen. This lesson will show how economic depression or debenture and political strain can lead to massive historical events, which can be connected easily to our modern day society. As a hook the teacher will write the quote "It is not the literal past, the 'facts' of history, that shape us, but images of the past embodied in language." Brian Friel, 1929-, Irish playwright and short-story writer. The teacher should explain how the class will be making an image of history today in class. (5 minutes) What, Where, Why, Hook, Tailor: Verbal, Spatial, Musical, Intrapersonal, and Logical.
Students need to be given some background information so they can understand this lesson. The teacher will briefly tie together many historical events the class has already talked about. The teacher will show how all these events relate and are interconnected for example how the treaty of Versailles and the Great depression are closely related. After the teacher has done that they will introduce new events that have not been covered like the rise of Communism and the Nazi party. (20 minutes) Equip, Tailor: Verbal, Spatial, Logical, Interpersonal and Intrapersonal.
Students will begin their time line activity. They will form into their "country" groups and begin to look up information on events that happened within their country between WWI and WWII. Using inspiration each student will map out a time line of events and list why they were important. The events students are listing are events that happened within or that were caused by the country they are assigned. Groups will be asked to find 4 major events that happened after WWI in their country. As groups are working the teacher will check how they are doing and tell them were they can make some changes to their events. The students will then self evaluate their own work on the rubric and rehearse of their presentation. (35 minutes) Explore, Experience, Rethink, Revise,Rehearse, Tailor: Verbal, Interpersonal, Intrapersonal, Bodily-kinesthetic, Logical, and Spatial.
Each student will then present one event (four per group) to the class. As students list the event they will say when it happened and why it was important and the rest of the class will respond by filling that event into their own time line. To help guide them the teacher will do the same on their computer and project the time line that beings to form. After every student has presented their time lines will be full of events and they will be able to see how everything relates. The time lines will be saved and posted on the class wiki for grading. (20 minutes) Evaluate, Tailor: Verbal, Spatial, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic.
UMF LESSON PLAN FORMAT
Teacher’s Name: Mr. Libby Lesson # : 4
Grade Level: 9-12 Topic: the Inter-war Period.
Objectives:
Maine Learning Results Alignment
E1 Historical Knowledge, concepts, themes and patterns
Grade 9-Diploma "The World in the Contemporary Era"
Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the World.
b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences and people in the history of the United States and world and the implications for the present and future.
Rational: This lesson will show how to analyze the events after WWI and look at the repercussions of them occurring.
Assessment
The rough draft of the students' time line and its revisions is a good formative assessment. Students will be asked to in the rubric do a self evaluation and and explanation on the information they are changing for the time line they are making. These comments will show what the students are changing and what the students have learned from doing this assignment. Rough drafts will be graded based on if the student has completed in their sequence chart. In addition students will be able to write about these events within their blog of how WWII could have been prevented.
The final drafts of the students' time line using inspiration is a good summative assessment. The timelines will represent how the students are analyzing the events after WWI and their effects on Europe. This information will be used in the future to show where more covering of materials is needed. These timelines will be formally graded using a points based system from the rubic. (See flow chart rubric) If a student fully competes the assignment they will be given a certain amount of points for the finished assignment (See Syllabus ) that will contribute to the students final grade. If a student does not fully complete this assignment and wants to edit it they will be granted the opportunity to do so as long as the edited assignment comes in within a week of its original due date.
Integration
Technology is being integrated into this lesson because the students are using the Inspiration program.
Math is being integrated into this lesson because the students are organizing dates.
Groupings
Differentiated Instruction
Linguistic: Students will use their linguistic intelligence on the sequence chart and within their presentation.
Logical: Students will use their logical intelligence to organizing names and places on their time line.
Spatial: Students will use their Spatial intelligence to make their time line visually appealing.
Interpersonal: Students will use their interpersonal intelligence when they discuss their findings within their group.
Intrapersonal: Student will use their intrapersonal intelligence when they look for events on their own.
Bodily-Kinesthetic: Students will use their bodily-kinesthetic intelligence when they move around to form groups and on.
The teacher will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
Absent students:
Absent students will have the opportunity to make up work they missed during their absence. It is the students responsibility to get information covered in class period that they missed. Missed work is due by three class periods from when the absent student returns to class. Missed work can be handed in for full credit, however students will lose points in participation for the days that they are missing. After three class periods the student will lose ten points for every additional day that the assignment is not handed in. If the student has an extenuating circumstance, like a college visit or an emergency, the student can make up their participation points with the teacher at some point after class.
For an extension of the time line students will be granted the opportunity to represent the United States. The United States group will be tasked during the presentation to describe the events that happened in the United States which helped cause WWII. This is different from other groups because the US had less obvious events that would help cause WWII.
Materials, Resources and Technology
Time sequence chart
Timeline rubric
Labtops (With wireless internet)
Digital Projector
Pencils/pens
Source for Lesson Plan and Research
Maine Standards for Initial Teacher Certification and Rationale
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by helping students make connections between historical events and the events preceding them in the following ways: by analyzing the events after WWI while eluding to its eventually outcome; having students use their understanding of English to make responses on a timeline; having students use their understanding of Math to make a time line; and having the use of technology (inspiration) which students are comfortable using. Time sequence and their self assessment notes will be used as a formative assessment of the students.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by using student self assessment (Rubric) to gauge the students intelligence in this area and show what they have learned. Their changes on their time sequence handouts will be used as a formative assessment to design lesson plans to meet learners' needs. In addition, MI theory will be used help many of the students learn using different intelligences. Students’ IEPs, 504s or ELLIDEPs will be reviewed and the appropriate modifications and accommodations will be made.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of instructional strategies and technologies in the following ways: using the program inspiration to allow students to use a type two technology to present their understanding about the events after WWI; using an online search engine to look up information about the events after WWI to gain multiple viewpoints; having the students use self evaluation; having the students work alone and within a small groups.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by using a variety of formal and informal assessment strategies in the following ways; informally grading the sequence charts handouts to find out what the students know and if they are participating; formally grading the time line to assess the understanding of the students; and finally by using the formative and summative assessment to design a better lesson plan for the future.
Teaching and Learning Sequence:
Introduction/Hook
Prompt
Time line activity
Presentations
What, Where, Why, Hook, Tailor: Verbal, Spatial, Musical, Intrapersonal, and Logical.
Students need to be given some background information so they can understand this lesson. The teacher will briefly tie together many historical events the class has already talked about. The teacher will show how all these events relate and are interconnected for example how the treaty of Versailles and the Great depression are closely related. After the teacher has done that they will introduce new events that have not been covered like the rise of Communism and the Nazi party. (20 minutes)
Equip, Tailor: Verbal, Spatial, Logical, Interpersonal and Intrapersonal.
Students will begin their time line activity. They will form into their "country" groups and begin to look up information on events that happened within their country between WWI and WWII. Using inspiration each student will map out a time line of events and list why they were important. The events students are listing are events that happened within or that were caused by the country they are assigned. Groups will be asked to find 4 major events that happened after WWI in their country. As groups are working the teacher will check how they are doing and tell them were they can make some changes to their events. The students will then self evaluate their own work on the rubric and rehearse of their presentation. (35 minutes)
Explore, Experience, Rethink, Revise, Rehearse, Tailor: Verbal, Interpersonal, Intrapersonal, Bodily-kinesthetic, Logical, and Spatial.
Each student will then present one event (four per group) to the class. As students list the event they will say when it happened and why it was important and the rest of the class will respond by filling that event into their own time line. To help guide them the teacher will do the same on their computer and project the time line that beings to form. After every student has presented their time lines will be full of events and they will be able to see how everything relates. The time lines will be saved and posted on the class wiki for grading. (20 minutes)
Evaluate, Tailor: Verbal, Spatial, Intrapersonal, Interpersonal, Logical, and Bodily-kinesthetic.